Olha Hurenko, Maryna Nesterenko, Hanna Lopatina MODELS OF INCLUSIVE EDUCATION FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION INSTITUTIONS: AN ANALYTICAL REVIEW
(2024) Science and education, 3, 3-11. Odessa.
Olha Hurenko,
Doctor of Pedagogical Sciences, Professor,
Professor at the Department of Social Work and Inclusive Education,
Berdyansk State Pedagogical University,
66, Zhukovskyi Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0003-3562-7818
Scopus Author ID: 57194602443
Researcher ID: W-2854-2018
Maryna Nesterenko,
PhD in Pedagogical Sciences, Associate Professor,
Associate Professor at the Department of Primary Education,
Berdyansk State Pedagogical University,
66, Zhukovskyi Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0003-3005-5910
Researcher ID: E-4601-2019
Hanna Lopatina,
PhD in Pedagogical Sciences, Associate Professor,
Associate Professor at the Department of Applied Psychology
and Speech Therapy,
Berdyansk State Pedagogical University,
66, Zhukovskyi Str., Zaporizhzhia, Ukraine,
ORCID ID: https://orcid.org/0000-0002-3920-6853
Scopus Author ID: 57200145628
Researcher ID: AAB-7858-2020
MODELS OF INCLUSIVE EDUCATION FOR PERSONS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION INSTITUTIONS: AN ANALYTICAL REVIEW
SUMMARY:
The article presents an analytical review of models of inclusive education for persons with special educational needs in higher education institutions in a historical retrospective: from the medical model, which assumed the segregation of such individuals in specialized settings, to modern models that provide equal opportunities for all higher education students, regardless of their characteristics and abilities. Particular attention is paid to collaborative models, which have gained widespread popularity worldwide in various forms and involve close interaction between faculty, specialized professionals, and university management to ensure quality education and social support for students with special educational needs. Successful examples of the implementation of such models in universities in the United States, the United Kingdom, and Portugal are provided. An experimental organizational model for the activities of a special educational and rehabilitation unit and/or a psychological and pedagogical support group within an inclusive educational environment at a university is presented. The model provides a comprehensive approach, including educational-organizational, psychological-pedagogical, and social-rehabilitation support for students. The article emphasizes the importance of developing inclusive education to ensure social justice in modern society. It is determined that the creation of an inclusive educational environment in higher education institutions not only contributes to the academic success of students but also to their social integration, professional growth, and life satisfaction.
KEYWORDS:
inclusive education model, higher education institutions, persons with special educational needs, inclusive educational environment of higher education institutions, model of activity of a special educational and rehabilitation unit, comprehensive approach, educational-organizational, psycho-pedagogical, and social-rehabilitation support of higher education students.
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